Resources for Student Success

When studying for a course, students who consistently review their course materials after class do better than those who only consult their notes or textbooks before an exam. You want to incorporate the new knowledge into your long-term memory. To do this, take advantage of cumulative learning by breaking information down into digestible parts and studying your material in small bursts on a regular basis.

Here are helpful resources to help you improve your studying skills:

• Watch a TED-Ed Talk on "How to Manage Your Time More Effectively (According to Machines)."
• Use an organization tool such as MyStudyLife.

Studying for a Test

• Information Recall: Close your notebook, books, and/or any supplementary materials that would be considered unethical to have out during your exam. Take a blank sheet of paper and write down everything you think will be on the exam. Try to break down any concepts or big picture items as much as you can. This is not an easy exercise, and it can help you figure out the gaps in your knowledge.
• Flash cards: If you don’t have a study buddy but want the benefits of being tested, this method is for you. Take flash cards you answered correctly and place them in “box 1.” If you get them wrong, place them in “box 2.” If you still get them wrong from “box 2,” place them in “box 3.” “Box 3” will be the material you need to spend most of your time studying.
• Understanding versus memorization: Exams test us on taking information we've learned and expect us to apply this knowledge in various situations and formats. If we only memorize information, we won’t be able to truly apply it to any situation that calls for it.

Post-Exam Review

After taking a test, you might be tempted to close the chapter you were just examined on and never return to it until you study for the final exam. Be wary of this common trap. When you receive your graded exam, review the answers you got right and wrong. The information will still be fresh in your mind, and anything you had issues with can be resolved quickly if you analyze why you were unable to answer the question correctly. In most of your courses, information will build upon itself throughout the semester, so you'll want to understand gaps in your knowledge as soon as they present themselves.

Note Taking Strategies

Revisit your notes: Continuously reread the notes you take during class and try to rewrite them and/or condense them as much as possible. Try closing your notebook and writing down what you remember from your notes to see if the information has become something you understand versus something you’ve come to memorize.

Recall as you read: In order to stay engaged with the material you’re reading, you’ll want to hold yourself accountable by paying attention. An easy way to do this is to read a paragraph of information and put the source away. With your book/video closed, try to summarize what you just read. This is a great way to check in with yourself to see if you’ve been paying attention to the material you are studying.

Ask yourself questions: Staying focused while we read or learn about difficult material can be tiresome if you take a passive role. Ask yourself questions while you read or watch a tutorial. This will help you stay engaged and prime your brain to think of bigger questions and related materials.

For additional tips to enhance your studying skills, check out this article from NPR on ways to optimize your music practice.

When emailing your professors, be sure to:

• use your faculty member's preferred title;
• use greetings such as “good morning” or “dear," since some faculty members might find “hey” too informal;
• be clear and concise by briefly and politely explaining why you are messaging them; and
• give your professor at least three business days to respond to your email. If your email goes unanswered, try speaking with your professor after class or send a follow up email reiterating your initial questions/concerns. Consider visiting your professor during office hours if you need more in depth information regarding a topic.

Ignoring emails can be seen as disrespectful, so be sure to respond to the emails your professor sends you.

Provide enough information: Explain the reason for the letter and provide all the details your professor will need to complete it. Remind your professors of your skills and projects or assignments that highlight your work.

Give them enough time: Faculty are generally very happy to write letters of recommendation for their students, but they are also very busy. Provide them with enough time to write the letter of recommendation by giving them weeks or months in advance.

Thank your professor: Writing a letter of recommendation is a time consuming activity. Give your professors a thank you letter and update them when you receive the good news.

Prepare: Go to office hours with questions in mind. Sit down and get some clarity on what you need. If you go without direction, the session won’t be as effective.

Be on time: Professors are busy people and their office hours are scheduled around the courses they’re teaching and other responsibilities they have. It is a sign of respect to be punctual. Take the initiative to reach out to your professors if their office hours don’t work for your schedule. They might be able to meet with you at another time, and they'll appreciate you taking responsibility for the course and advocating for your education.

Form a relationship: Office hours aren’t just for issues in the classroom. Faculty are experts in their fields, so take advantage of that. Students may attend office hours to discuss a topic they’re passionate about. This has a number of benefits, such as understanding a topic in more depth, forming the foundations of a relationship that will keep you feeling connected to the campus, and providing your professor with a foundation to write you a future letter of reference.

Communicate: Let your professors know when you’re struggling. Professors appreciate students who let them know when they’re struggling and often can work with you one-on-one to find a solution.

Be proactive rather than reactive: Students who take responsibility for their academics and take initiative to move forward often find themselves in a better position than students who are reactive. For example:

• Reactive: “I haven’t turned in my homework yet, so I might as well stop going to class altogether.”
• Proactive: “I’ve missed a couple of assignments, so I will reach out to my professors and let them know I’ll have all of my work turned in by [concrete date]. I will go to every class meeting, even if I'm behind, attend office hours, and use any free time I have to move forward in my courses."

• “If you have a learning disability or suspect you might have one, visit Accessibility Resources as soon as possible!”
• “There are financial counselors that you can talk to about your financial situation.”
• “You can do ratings auditions to move up a level around midterms.”
• “After participating in an ensemble, you can raise your rating.”
• “You can test out of classes if you think you’re at a higher level than when you started.”
• “Libraries can allow you to check out scores.”
• “Don’t sweat the name dropping or micro celebrities at Berklee.”